Exploring Secondary School Teachers' Perspectives about Use of Social Media in Teaching-Learning
DOI:
https://doi.org/10.58932/MULI0011Keywords:
Social Media, Phenomenological Study, Secondary SchoolAbstract
Social media integration in educational settings has attracted a lot of attention in recent years. The purpose of the study was to ascertain how secondary school teachers felt about the usage of social media in teaching-learning process. The study employed phenomenological design. It was conducted on 30 teachers of public sector secondary schools of district Lahore. Data was collected by using self-developed semi-structured interview protocol. Thematic analysis was used to analyse the qualitative data. The study concludes that social media platforms, such as WhatsApp and YouTube, support instructional practices. However, challenges such as lack of facilities, privacy concerns, and unequal access to resources hinder effective integration. The study underscores the need for technological infrastructure and clear usage guidelines to maximize the educational potential of social media.
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